Educational leadership: A description of the administrator's role in facilitating the work of literacy coaches

The purpose of this qualitative case study was to explore the relationship between the administrator and the literacy coach and describe the administrator's role in facilitating the work of literacy coaches. This study was guided by four questions: (1) What essential knowledge must administrators possess in order to effectively facilitate the work of literacy coaches (2) How do administrators facilitate the work of literacy coaches (3) From the administrative perspective, what are the advantages and disadvantages of utilizing literacy coaches in the school (4) What impact does the relationship between administrator and literacy coach have on the literacy coach's job performance. Individual interviews were conducted with four principals as well as their literacy coaches in several elementary schools of a selected school district, with a follow-up group interview conducted with the literacy coaches. This study was viewed through the theoretical lens of Leader-Member Exchange Theory (LMX). Results concluded that the principal's knowledge about literacy development is not critical to his/her ability to facilitate the work of the literacy coach. A clear definition of the role and expectations of the literacy coach by the principal are valued elements by literacy coaches. Effective communication between the principal and literacy coach is vital to the relationship. The amount of collaboration and degree of trust between the principal and literacy coach as well as the principal's level of support are related and can influence the literacy coach's performance.